When training in college it is the behavior and approach of a coach that greatly influences player performance. In order to have a mentally strong team, the coaches need to organize a course that strengthens positive winning thinking.
The coach plays an important and crucial role in the actor. The body coach, thought and expression can shape, increase or damage the player self-confidence.
In gymnastic youth training, mental viscosity is a challenge with positive self-control. So, it's a coach that should be the starting point for work and competition both.
The coach will find that a challenging surveillance curve is useful to make sure he or she does not get too high or too low. An experienced coach will apply ideas, logs and descriptions, videos, etc. To shape the team's common approach and prepare them to be spiritually strong in their game.
In football training, the coach should aim to build a spiritually strong team by showing his ability to cope with emotional shock despite personal emotions.
When a coach shows strong faith in the team's ability to achieve goals despite obstacles, the team will receive a program to develop a similar attitude.
Football training at secondary school is another important area that the coach is responsible for handling mistakes and mistakes. How coaches respond to failure Determines the player and encourages him to correct the mistake. The coach has two choices.
To respond to players to improve, their mistakes can be used as an opportunity to correct them. Convince them to regain themselves in an endeavor with renewed enthusiasm.
A player's lack and confirmation that he does not meet the expectations can be used as evidence of failure. Such a breakthrough breakdown can affect the players.
One way players become mentally difficult is to take responsibility for their thoughts, feelings and actions, and reject all possible excuses. In football training, players can be asked and listened by coaches rather than always being accused of their mistakes. The players can be encouraged to talk to them and discuss with them what they could do better.
Such an exercise is called self-esteem. Players may be encouraged to practice an independent referral of coaches to improve them. The coach can deal with the situation by asking his players a reaction rather than giving them a definition of circumstances. Take an example: "How do you like to play?" Egypt "Why do you think you behave like this?"
The players should think all the way and explain his issue of responses that are fundamental to the learning process.
So, start using the methods you've learned in upper secondary education.
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